Review, April 2004
Conceptual Framework NCATE Committee
References updated May 2000, January 2001, February 2004
TEACHER AS LIFELONG LEARNER
Statement of Philosophy
Over twenty years have passed since the 1983 report by the National Commission on Excellence in
Education, “A Nation At Risk,” was released. In 2004 the New York City-based Teaching
Commission released its report called “Teaching at Risk: A Call to Action” (Cochran-Smith, 2004).
Whether it is the nation or teaching, education has been and continues to be at the forefront of
importance in this country’s consciousness. As education and its reform come to the forefront of the
nation’s concerns, the university role in teacher education must be strengthened (Cochran-Smith,
2004).
Change permeates all aspects of the world in which we live, challenging educators to adjust and
reform, thereby providing citizens with the knowledge, understanding, and skills essential to meet
the needs of a dynamic society (e.g. Barth, 1990; Connelly & Clandinin, 1988; French, 1997).
Pressing conditions such as the advancement of technology, growing global economic and social
interdependence, and an increasingly multicultural society are but a few of the issues to be addressed
by teachers of the 21st century (Teach America, 1991). It is a myth that the teacher is the lone expert
in the classroom (Smith, 2004), for teaching, like society, is ever changing. Given this state of
affairs, the teacher education program at Kutztown University is framed by the following knowledge
based domains and candidate proficiencies.
First, necessary to all teaching is a strong general education or liberal arts background, which
provides future teachers with a broad background of general knowledge and improves their critical
thinking skills. Additionally, teachers must have a strong background in their content specialization.
They need to know the subjects they are teaching. Knowing content, alone, is not enough. Teachers
must possess basic methodology and pedagogy. They must understand the educational climate they
encounter and the basic tenants of American education.
Kutztown University’s College of Education prepares students with three knowledge based domains
in mind—general education, content specialization, and professional methodology. It is through
these knowledge domains that the College of Education prepares teachers with the skills and
dispositions to make them successful in this profession.
While a strong liberal knowledge base and a sound methodological foundation are necessary for
successful teaching, they are not sufficient to meet the challenges of the schools of the future. An
awareness of the climate and issues that affect the teacher, the ability to assess critically these
situations, and the commitment to act as advocate and change agent are also required. Teachers must
exhibit a passion for the profession, empathy for students, and an appreciation of diversity. They
must embrace the belief that all students can learn. Teachers must be committed to a set of moral
principles involving the highest levels of trust, accountability, fairness and justice that transcend
technical classroom competencies (Fenstennacher, 1990). In keeping with the above, the teacher
education program at Kutztown University is under girded by the conception of the Teacher as a
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Lifelong Learner which focuses on three components: educator, scholar, and artist (Clark, 1990,
Hawe, 1984).
These three components form a synergistic conception of teacher. The teacher as educator describes
one who has knowledge of educational theory and is skilled in practices that result in an environment
conducive to learning. The educator is able to plan, implement, and evaluate on the basis of
decisions that emanate from both sound theory and interpretation of an expanding wealth of
experiences. The teacher as scholar is one who possesses extensive knowledge and understanding
derived and developed in liberal and professional education. In addition, the individual has the desire
and ability to expand knowledge, and integrate this knowledge into meaningful learning experiences
for students. The teacher as scholar is also an inquirer who takes a critical intellectual approach to
understand issues relevant to education not only at the classroom level, but in the larger community
as well, and, if necessary, acts as a change agent (Katz, 1984). The teacher as artist is characterized
by flexibility and imagination that allows for the creation of whatever is necessary to spark learning
and critical thought. Such a person has a vision, driven by an understanding of what is, that seeks to
form what ought to be (Giroux, 1988).
This composite notion of teacher, however, is meaningless unless the expertise in critical intellectual
skills is broadened to include an understanding of substantive cultural meanings and moral values
that lead to genuine social integration (Johnson, 1984). Without utilizing such as integration, all
teaching becomes ineffectual. In this sense, teaching is not merely a technical task but requires social
and cultural competence and a voluntary commitment to the community. Therefore, the teacher is
involved in coming to know the cultural realities of the community and formulating action based on
an awareness of the values and ethics of the community.
Based on the previously stated assumptions and synergistic conception of teacher, teacher education
graduates of Kutztown University will possess a passion for teaching, be empathic to the needs of
their students, and be versed in the skills, knowledge, perspectives and values that will allow for
effective teaching and critical action in a diverse, changing world.
This synergistic conception rests on the idea that teacher education is neither static nor ends upon
graduation. It encompasses how to continue to learn in the diverse and changing school contexts in
which teachers find themselves (Cochran-Smith, 1991). Thus, the teacher becomes a lifelong
learner, constantly building on the ever growing wealth of experiences and knowledge acquired by
practice in the profession and modeling the lifelong learning process for students.
At the undergraduate level, teacher education students at Kutztown University receive the
preparation and field experiences that enable them to begin their professional careers. At the
graduate level, students work in a collaborative effort with the teacher education faculty to shape and
reform their work lives, thereby refining and extending academic and professional competencies.
Teachers at this level are provided an environment with new methods and ideas and act as advocates
for changes necessary to reform the nature of education and meet the needs of a global society.
The discussion above is incomplete without an explanation of the three phases of teaching. The preactive, interactive, and post-active phases of teaching are detailed below.
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The Three Phases of Teaching
The decision-making process of teaching as it concerns content and delivery consists of three phases,
specifically, pre-active (before teaching), interactive (during teaching), and post-active (after
teaching). The exact number and rate of decisions play a significant role in the teacher's attainment
of instructional goals. For example, in the interactive phase alone, it has been posited that teachers
make one decision every two minutes (Clark and Peterson, 1986). Although interactive decisions are
readily observable, pre-active and post-active decisions are far more complex and difficult to
observe. In other words, what is seen in classroom instruction frequently is the "tip of the iceberg";
a considerable amount of teaching activity occurs before and after teachers meet with students. What
teachers are thinking can be inferred from observation of teaching behaviors.
Pre-active
During the pre-active phase the teacher must make numerous planning decisions regarding content
and delivery. What should be taught? How should it be presented? How should student attention be
gained and maintained? This planning behavior includes developing a broad philosophically based
position on decisions about specific instructional objectives. It also includes significant learner
characteristics. In addition, the teacher must anticipate the length of time needed for a given lesson,
identify the appropriate level(s) for placement, and consider strategies for optimal instruction.
Finally, the teacher must make decisions regarding the evaluation of educational outcomes. Each of
these activities takes place prior to instruction.
Interactive
In the interactive phase of instruction, the teacher engages in ongoing lesson monitoring and
decision-making based on the progress of the learning activity. Such situational decisions include
continuing, adjusting, or even completely abandoning a lesson plan. Utilizing the plan developed in
the pre-active phase, the teacher judges the flow of the lesson. Cues embedded in the classroom
context also determine how the teacher proceeds. The teacher must additionally monitor the
difficulty level of the lesson in relation to student responses. In so doing, the teacher is provided the
criteria for adjusting explanations, strategies or materials, skipping or reteaching part of the plan,
and/or postponing the lesson until the students are prepared for the instruction.
Post-active
In the post-active phase of instruction, the teacher must make numerous decisions related to the
success of the lesson. This includes both evaluative activity and reflective activity. Evaluative
activity involves making decisions on the basis of how well students attain the objectives of the
lesson. These decisions include whether parts of the learning activity should be reassigned for some
or all students, how to provide feedback to students, and how reports should be made to parents.
Reflecting activities involve judgments about the value of the lesson. Were results positive? Was
teacher behavior appropriate? For future, similar lessons what should be changed? How has this
experience changed a teacher's self-knowledge and classroom instruction? A discussion of teacher is
inadequate without an explanation of the three phases of teaching. Similarly, a full understanding of
teaching is possible only with comprehension of the framework or knowledge base elemental to
teaching.
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The Knowledge Base Defined
A most useful definition of knowledge base is offered by Valli and Tom (1988): "By knowledge
base we mean the entire repertoire of skills, in formation, attitudes, etc., that teachers need to carry
out their classroom responsibilities" (p.5). This position assumes teachers to be well versed in their
various subject area as well as in pedagogical precepts. Valli and Tom (1988) further suggest the use
of a framework to organize the elements of knowledge. Knowledge bases, i.e., specific domains of
academic and professional knowledge, have emerged as a foremost characteristic teacher education
policy of the past decades (Gideonse, 1989). Although some researchers define the concept of
knowledge base as an absolute, single, tightly prescribed method of structuring and presenting, such
a limited approach is subject to the pitfalls of finiteness. Mann (1989) posits knowledge base to be a
collection of the best products derived from the ongoing process of scholarly inquiry. This
discussion has presented a definition of the knowledge base and acknowledged its breadth and
scope. Above all, the need is established for the identification of those knowledge base domains that
under gird teacher preparation programs at Kutztown University.
Teacher as Lifelong Learner: Knowledge Base Domains and Candidate Proficiencies
The Kutztown University model of Teacher as Lifelong Learner reflects the previously stated
philosophy and essential abilities needed in the act of teaching. This model views the teacher as an
active agent in a dynamic and diverse educational setting. The teacher is an educator, scholar, and
artist, who is continually experiencing the pre-active, interactive, and post-active phases of teaching.
The teacher is always in the process of learning, continually refining and extending professional
skills. Thus, the model of Teacher as Lifelong Learner emerges.
In order to make effective strategic teaching decisions, such a teacher must have acquired certain
essential knowledge base domains and candidate proficiencies. Three knowledge base domains
reflect the goals of teacher education programs at Kutztown University.
Knowledge Based Domains
A. General Education
Education of teachers includes preparation in mathematics, natural sciences, fine arts, humanities,
and social and behavioral sciences. The importance of a liberal arts education for teachers is twofold.
It provides a model and also enables teachers to understand and justify decisions they make. The
education of teachers must equip them with knowledge of many areas, including the area in which
they work, the domains of human knowing, and the relationships among the arts and humanities
(Gideonse, 1989). The Teacher as Lifelong Learner subscribes to the belief that teachers should be
the most liberally educated of all professionals.
B. Content Specialization
Teachers must be thoroughly versed in their subject matter and have sufficient preparation in a major
academic area related to the field of specialization. Further, teachers must be able to demonstrate the
ability to apply content and pedagogical knowledge in educational settings. Teachers additionally
must possess knowledge about the materials available for the teaching of their subject matter. The
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Teacher as Lifelong Learner is committed to building and extending expertise in content and helping
others to master it also.
C. Professional Methodology
Professional educational knowledge is vast in scope and includes basic knowledge of how students
learn, gender issues, instructional techniques, curriculum design, evaluative strategies, current
educational trends, media and technology, performance skills, exceptionalities and variations
relating to learning, professional responsibilities, and legal issues. These are only some of the
examples of areas in which teachers need professional educational knowledge in order to be
effective in the classroom. The Teacher as Lifelong Learner is always refining theory, methods, and
teaching techniques; is a consumer of educational research; and is utilizing current knowledge
pertaining to the profession.
This knowledge begins with the pre-service aspect of a teacher preparation program and expands
commensurately with experience. Examples of practical/experiential knowledge include an
awareness of the climate, issues and politics that affect the role of teaching, a passion for teaching,
an ongoing curiosity about the world, the confidence to become a risk-taker and change agent, and a
belief that all students can learn. The Teacher as Lifelong Learner is always extending
practical/experiential knowledge.
Candidate Proficiencies
Broad based knowledge domains develop certain skills and dispositions in a teacher candidate.
These proficiencies are carefully cultivated throughout the Kutztown University education program
leading a candidate to become a Teacher as Lifelong Learner.
From General Education
1. Communication
Knowledge and utilization of effective communication skills are at the heart of effective teaching.
An educator must be able to demonstrate appropriate written and verbal communication skills
including articulation, expressive language, voice quality, usage, and grammar. A teacher must also
be aware of the messages relayed via nonverbal communication. Additionally, an educator must be
able to select and utilize properly appropriate communication media. Clarity in presentations,
feedback, direction of learning and goal setting contribute to the educator's ability to structure and
reinforce learning. Communication skills allow the educator to accomplish these goals and
communicate enthusiasm to learners, not only about the subject but also about the act of teaching.
The Teacher as Lifelong Learner is continually refining communication skills with students, parents,
and colleagues.
2. Interpersonal Skills
Effective interpersonal skills are also essential in the act of teaching. The capacity for empathy, a
belief that every child can learn, attention to individual need, sensitivity to problems on the home
front, comfortableness in the presence of children or young adults, and the ability to provide a
positive, caring atmosphere for learning are examples of these skills (Gideonse, 1989). The Teacher
as Lifelong Learner also must possess interpersonal skills that foster peer collaboration. In the
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continual process of learning, the teacher must be willing to seek help, advice, or solace from peers.
The Teacher as Lifelong Learner revises and expands interpersonal skills on a continual basis. The
importance of a teacher’s vision of passionately working toward personal growth through lifelong
learning is evident in much of the recent literature (Atwell, 1998; Graves, 1994; Routman, 1996).
3. Critical Thinking
Critical thinking is essential in making strategic teaching decisions. Such decisions involve a number
of alternatives relevant to teaching tasks. As might be expected, teachers must process a great deal of
knowledge in order to make an appropriate decision for a particular student or group of students.
Thus, the quality of instruction provided by the teacher is determined largely by the quality of
knowledge, evaluation, and reflection guiding the teacher's behavior. The Teacher as Lifelong
Learner is always using critical thought to improve the quality of teaching. Additionally, this teacher
is able to model and teach the process of critical thinking and inspire students to high levels of
academic achievement.
From Content Specialization
1. Scholarly Inquiry
Teacher candidates must be well versed in their content knowledge. They must understand the
trends and issues specific to their content area. Because content fields are ever changing,
maintaining that knowledge is important. Toward that end, teachers must have the ability to utilize
scholarship to inquire within their academic disciplines.
2. Reflective Wisdom
In any area of academic study, a student must be able to reflect on what he/she has learned. This
reflection must bring the student to a greater understanding of the content area. This is especially
true for teachers. Responsive teachers are reflective teachers (Lea, 2004). They need to be able to
reflect within their discipline and to teach their students how to do likewise.
3. Integration of Discipline
Knowing a content area is extremely important for a teacher; however, knowing is not enough for
teachers. Teachers must be able to tie the content area to the real world with the ability to reach all
levels of students. This practicality is essential in allowing teachers and their students to view their
content discipline with perspective and understanding of how it all relates together.
From Professional Methodology
1. Cultural Awareness and Acceptance
In our ever-changing multicultural society, students from diverse social, economic, and ethnic
background and family structures will enter school classrooms. The majority of K-12 teachers are
white, middle class, and suburban or rural. Yet, 37% of public school children are of color (Sachs,
2004). The Teacher as Lifelong Learner must strive to be comfortable with a diverse student
population and have the perception to see diversity in people as a strength rather than a deficit.
Cultural awareness and acceptance includes those similarities and commonalties found across
cultural lines as well and is not merely a study of contrasts. Less than 15% of teachers are fluent in
another language, yet more than four million students are limited English proficient (Sachs, 2004).
6
Public school teachers are facing a daunting task. Sachs (2004) also states that sociocultural
awareness is important for being successful in today’s classroom. The Teacher as Lifelong Learner
must provide for educational opportunities that will foster students' appreciation of the diversity that
enriches our nation.
2. Organization and Classroom Management
Organizing and managing instructional settings are complex activities, requiring effective
managerial skills and supportive affective relationships. Effective instruction cannot occur without
attention to planning and management. The Teacher as Lifelong Learner adopts a proactive
organizational and managerial style that involves interventions and strategies designed to include
positive expectations, self-evaluation, and growth. Rapid decision making and readjustments are
often required in today’s classroom (Frank and Uy, 2004). Knowledge, communication, and
interpersonal skills are important in effective classroom management and goal oriented instructional
time.
3. Technology Integration
Because technological literacy is so vital to being a productive citizen in today’s global society,
students must achieve important technology capabilities. The vital person in that process is the
teacher. Through establishing the classroom environment and preparing the learning opportunities,
teachers facilitate students’ abilities to learn and use technology. Each teacher must develop skills to
use technology and the knowledge of how technology can support student learning. These skills are
integral to the teacher’s professional repertoire (McAnear, 2002).
The knowledge based domains and candidate proficiencies described above provide the groundwork
for the Teacher as Lifelong Learner as well as the goals for teacher preparation programs at
Kutztown University. This model also accommodates the three levels of learning experienced in a
teaching career, as discussed in the next section. A graphic representation of the model follows.
Teacher as Lifelong Learner: Levels of Learning
As mentioned previously, teaching is dynamic. Through the act of teaching, students are prepared to
live in a rapidly changing world. In order to keep pace, the Teacher as Lifelong Learner must
continue refining teaching competencies through experience and reflection upon that experience.
The abilities that characterize novice teachers are different from those of teachers who have more
fully developed their skills through the continual learning process of teaching.
Unsatisfactory
Unfortunately, teacher candidates may not be able to obtain the skills necessary to be a highly
qualified teacher. If that candidate cannot be remediated, he/she must be redirected into a more
appropriate field.
Novice/Satisfactory
Novice teachers see themselves as facilitators of learning who have been recently prepared for the
act of teaching. The process of continual learning has just begun.
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Proficient/Superior
Proficient teachers have refined their teaching abilities, acting cooperatively with learners sharing
with them the responsibility of learning. The process of continual learning is established and is
pursued via formal and informal avenues.
Mastery/Exemplary
Advanced teachers not only are deeply involved in the continual learning process but also
masterfully apply newly learned knowledge in the discipline. Advanced teachers possess refined
communication skills, interpersonal skills, critical thinking skills, and organizational and managerial
skil1s. They also exhibit an appreciation of and sensitivity to issues relating to cultural awareness
and acceptance.
The Standards
Kutztown University’s College of Education is comprised of five departments (four certification and
one non-certification department). Additionally, two certification departments in the College of
Visual and Performing Arts, one certification department in the Graduate College and one
certification department in the College of Liberal Arts and Sciences comprise the unit.
In looking at the unit’s needs this conceptual framework has been aligned to the Pennsylvania
Department of Education exit criteria as defined in Chapter 354 of the Pennsylvania Code, the
National Council for Accreditation of Teacher Education standards, and the Interstate New Teacher
Assessment and Support Consortium Core Standards. Also, all teacher candidates completing
student teaching are evaluated using the PDE 430 form. Since this form is based on the four
domains of Charlotte Danielson’s work, the framework has been aligned to the Danielson framework
(Danielson, 1996). The alignment of standards is evidenced in the following chart.
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Alignment to Standards
F
C, B
D, E
F, I, J
D, F, I
A, B, C, D, E, G, H
A, G
PDE Standards
(Chapter 354.33i Exit Criteria)
A
3, 4
1, 3, 6
1, 3, 4
1
1, 3
A
1, 2, 3
1,3
12
8, 9
1, 2, 3
1, 6
3, 5, 8
4, 5, 6, 10
5, 6, 10
4, 5, 6
1, 2, 3, 4, 5, 7, 8
1,7
INTASC
Core Standards
1
1E, 4D
1D, 4E, 4F
2B, 2C, 2D, 2E, 4B, 4F
1D
2A, 2B
2A, 2D, 3B, 3E, 4C
2A, 3A, 3B, 4C
3B, 3C, 3D
1A, 1B, 1C, 1E, 1f, 2B, 2D, 3B,
3C, 3D
1A
1A, 1D
Danielson Framework
E, G, H
1, 5
7
4A, 4F
NCATE Standards
I
3, 4
9
Conceptual Framework
Content Specialization
A, B, D, F
1, 5
Integration of Discipline
Scholarly Inquiry
Organization and Management
Integration of Technology
Cultural Awareness and Acceptance
Interpersonal Skills
Communication
Critical Thinking
General Education
Professional Methodology
I
Reflective Wisdom
9
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